Grade 8: Cultural Contexts

Prescribed Learning Outcomes

It is expected that students will:

• explain and demonstrate procedures associated with Punjabi games and sports
• describe and explain Punjabi arts, customs, celebrations, and festivals
• explain similarities and differences between Punjabi games, sports, arts, customs, celebrations, and festivals and those of their own and other cultures

To view the prescribed learning outcomes for Foundations in other grades click on an icon below.

Suggested Instructional Strategies

Teaching each other games and procedures in Punjabi allows students to share their knowledge. As they compare similarities and differences, students develop a better understanding of aspects of Punjabi culture.

• Split the class into two groups and have each half learn a card game. When both groups have learned the game, rearrange the students into several small groups in which half the students are drawn from each of the original two groups. Students then teach each other the games they have learned. Have students identify games commonly played in Canada that resemble these Punjabi games.
• Working in pairs, students read in Punjabi the rules of a game they already know. Then they trade rules with another pair and try to follow the instructions they have received.
• Ask students to write in Punjabi the rules of a game they know.

Suggested Assessment Strategies

Students need frequent opportunities to participate in Punjabi games and sports so that they can demonstrate and extend their understanding. At this level, most assessment information comes from observing and talking to students. The participation and self-assessment records that students keep can also reveal information about their interests and understanding.

• Have students work in pairs or small groups to demonstrate a game or sport. Together, teacher and students discuss the criteria that will be used to assess their demonstrations. The teacher or students record observations on a feedback sheet, checklist, or simple rating scale. Focus the assessment on three to five key aspects, such as:
  • the presentation or demonstration is clear and easy to follow
  • the language associated with the activity is used accurately
  • students show enthusiasm and commitment to the task
  • students invite and respond to simple questions to help make the game or sport clear
• After students learn about a specific game, celebration, or other cultural activity, have them work with a partner or small group to make a chart (in words or sketches) comparing the activity to an activity or event in another culture. Assess the information and provide feedback about accuracy and relevance, clear meaning, and logical organization.
• Invite students to set aside a section of their notebooks or portfolios for recording and commenting on their participation in cultural activities. Their records might include:
  • a written or visual description of key aspects of the activity
  • a personal reaction or comment
• From time to time, review students' records for evidence of increasing knowledge and appreciation of Punjabi culture. Students can also review their own records.

Recommended Learning Resources

Print Material

• Bir Bahadar Jagge Di Varta
• Canadian Sikhs: History, Religion and Culture of Sikhs In North America
• Encyclopaedia Of Sikh Religion And Culture
• Golden Temple
• Harimander Sahib (Golden Temple)
• Panja Putran Da Pio
• Punjabis in Canada
• The Sikh Canadians
• The Sikhs

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